the effects of moodle activities on students’ writing performance at tien giang university

Keywords: Moodle activities, Writing performance, Perceptions, Blended learning... 59 4.2 Research question 2: What are the students’ perceptions of the use of Moodle activities in teach

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

-

VO THI MINH DUE

THE EFFECTS OF MOODLE ACTIVITIES

ON STUDENTS’ WRITING PERFORMANCE

AT TIEN GIANG UNIVERSITY

A THESIS SUBMITTED IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS FOR THE DEGREE

OF MASTER OF ARTS (TESOL)

HO CHI MINH CITY, 2017

Ho Chi Minh, August 8th, 2017

Vo Thi Minh Due

RETENTION AND USE OF THE THESIS

I hereby state that I, Vo Thi Minh Due, being the candidate for the degree of Master of

to the TESOL, accept the requirement of University relating to the retention and use of the Master’s theses deposited in the University library

In terms of these conditions, I agree that the original of my thesis deposited in the University library should be accessible for the purposes of the studies and research, in accordance with the normal condition established by the library for care, loan, and reproduction of thesis

Secondly, I am grateful to the Management of Tien Giang University and the Leaders of Faculty of Social Sciences and Humanities who provided me with the opportunity to take this MA course and finish my thesis I also thank my colleagues, who substituted for me

in my work-place during my absence for this MA course I also sincerely appreciate all the students in two classes 0724201 and 0724202 for their cooperation

Lastly, my special thanks go to all my family and my friends who gave me time and opportunity to write and do research and encouraged me whenever I got stuck

Keywords: Moodle activities, Writing performance, Perceptions, Blended learning

ABBRIVIATIONS

A: Agree

CALL: Computer-Assisted Language Learning

CG: Control Group

CMC: Computer Mediated Communication

CMS: Classroom Management System

D: Disagree

EFL: English as a Foreign Language

EG: Experimental Group

ITC: Information Communication Technology

LIST OF FIGURES

Figure 2.1: Spectrum of E-learning adapted after Procter (2002) 8

Figure 2.2: Concept of Blended Learning adapted after Heinze and Procter (2004) 8

Figure 2.3: Progressive convergence of face-to-face and online learning environments allowing development of blended learning systems (C J Bonk & C R Graham ,2006) 9

Figure 3.1: Chatroom used in the course 37

Figure 3.2: Threads in Moodle forum during the course 38

Figure 3.3: A workshop from the course 39

Figure 3.4: An exercise in journal 40

Figure 3.5: Example of Standard Deviation 49

Figure 4.1 Normal Q-Q plots for the writing pre-test results 56

Figure 4.2 Normal Q-Q plots for the writing pre-test results 60

Figure 4.3 Comparison of means of pretest and posttest scores 62

LIST OF TABLES

Table 2.1: Eight dimensions of blended learning (Sharpe, Benfield et al., 2006) 11

Table 3.1: Summary of the writing course syllabus 33

Table 3.2: General Information of participants before the treatment 35

Table 3.3: Summary of the treatment for experimental group 41

Table 3.4: The summary of the scoring rubric 44

Table 3.5: The questionnaire structure 45

Table 3.6: Summary of data collection instruments 47

Table 3.7: Schedule for the main stages of data collection 47

Table 4.1 Correlation of pretests scores of the CG by two raters 53

Table 4.2 Correlation of pretests scores of the EG by two raters 54

Table 4.3 Descriptive statistics of pretests scores 55

Table 4.4 Independent Sample T-Test of pretests results 57

Table 4.5 Correlation of posttests scores of the CG by two raters 58

Table 4.6 Correlation of posttests scores of the EG by two raters 58

Table 4.7 Descriptive statistics of posttests scores 59

Table 4.8 Independent Sample t Test of posttests results 61

Table 4.9 Moodle activities influence in writing performance 63

Table 4.10 Moodle activities in collaboration and interaction 63

Table 4.11 General perceptions of Moodle activities 64

Table 4.12 Perceptions of enjoyment in discussion in Moodle activities 64

Table 4.13 Perceptions of motivation in Moodle activities 64

Table 4.14 Moodle activities influence in writing performance 65

Table 4.15 Moodle activities in collaboration and interaction 66

Table 4.16 General perceptions of Moodle activities 68

Table 4.17 Perceptions of enjoyment in discussion in Moodle activities 69

Table 4.18 Perceptions of motivation in Moodle activities 71

Table 4.19 Students’ obstacles in learning with Moodle activities 76

TABLE OF CONTENTS

RETENTION AND USE OF THE THESIS ii

ACKNOWLEDGEMENTS iii

ABSTRACT iv

ABBRIVIATIONS v

LIST OF FIGURES vi

LIST OF TABLES vii

CHAPTER 1: INTRODUCTION 1

1.1 Background of the study 1

1.2 Rationale for the study 1

1.3 Questions of the study 2

1.4 Hypotheses of the study 2

1.5 Purpose of the study 2

1.6 Significance of the study 3

CHAPTER 2: LITERATURE REVIEW 4

2.1 CALL 4

2.1.1 Computer-assisted language learning (CALL) 4

2.1.2 Writing performance 4

2.1.3 Computer-assisted language learning and EFL writing 5

2.2 Blended Learning 6

2.2.1 What is Blended learning? 6

2.2.2 Dimensions of blended learning 10

2.2.3 Models of blended learning 13

2.2.4 History of blended learning 14

2.2.5 Blended Learning and Constructivism 17

2.3 Moodle 19

2.3.1 What is Moodle? 19

2.3.2 Functions of Moodle 20

2.3.2.1 Layout 21

2.3.2.2 Course Management 21

2.3.2.3 Quizzes Moodle provides users with various assessment strategies 21

2.3.2.4 Cooperative Learning 22

2.3.3 Chat, Forum, Journal and Workshop 22

2.3.3.1 Chat 22

2.3.3.2 Forum 23

2.3.3.3 Journal 24

2.3.3.4 Workshop 25

2.4 Perceptions 25

2.5 Related studies 26

CHAPTER 3: METHODOLOGY 31

3.1 Research Design 31

3.2 Research site 31

3.3 Participants 35

3.4 Research Instruments 37

3.4.1 Treatment for the Experimental group 37

3.4.2 Measurement Instruments 42

3.4.2.1 The Pre- and Posttest 42

3.4.2.2 Questionnaires 44

3.4.2.3 Interview 46

3.4.2.4 Summary of data collection instruments 46

3.5 Data Collection Procedures 47

3.6 Analytical framework 48

3.6.1 Quantitative analysis of the pre-test and post-test 49

3.6.2 Quantitative analysis of the questionnaire 50

3.6.3 Qualitative analysis of the interview 51

3.7 Validity and Reliability 51

3.8 Chapter summary 52

CHAPTER 4: FINDINGS 53

4.1 Research question 1: To what extent do Moodle activities (chat, forum, journal, and workshop) enhance students’ writing performance? 53

4.1.1 Correlation pretest scores by Rater A and rater B in CG and EG 53

4.1.2 Independent Sample t Test of pretests results 54

4.1.3 Correlation of posttest scores by rater A and rater B in CG and EG 58

4.1.4 Independent Sample T-Test of posttests results 59

4.2 Research question 2: What are the students’ perceptions of the use of Moodle activities in teaching and learning writing? 62

4.2.1 Results from questionnaire 62

4.2.1.1 Moodle activities influence in writing performance (items 1-5) 65

4.2.1.2 Moodle activities in collaboration and interaction (items 6-9) 66

4.2.1.3 General perceptions of Moodle activities 68

4.2.1.4 Perceptions of enjoyment in discussion in Moodle activities 69

4.2.1.5 Perceptions of motivation in Moodle activities 71

4.2.2 Results from interview 73

4.2.2.1 Students’ evaluation of learning writing with Moodle course 73

4.2.2.2 Students’ favorite activities in Moodle 74

4.2.2.3 Difficulties students often face when learning with the help of Moodle activities 75

4.2.2.4 Students’ performance after learning with Moodle 76

4.2.2.5 The roles of Moodle activities in promoting attitudes and motivation

towards paragraph writing 77

4.2.2.6 Students’ suggestions or comments regarding the Moodle activities for writing 77

4.3 Overall summary 78

CHAPTER 5: DISCUSSION 79

5.1 Research question 1: To what extent do Moodle activities (chat, forum, journal, and workshop) enhance students’ writing performance? 79

5.2 Research question 2: What are the students’ perceptions of the use of Moodle activities in teaching and learning writing? 80

5.2.1 The results from questionnaire 80

5.2.2 The results from interview 80

CHAPTER 6: CONCLUSIONS, IMPLICATIONS, LIMITATIONS AND RECOMMENDATIONS 82

6.1 Conclusion 82

6.2 Implementations 83

6.2.1 For teachers 83

6.2.2 For students 83

6.3 Limitations 84

6.4 Recommendations 85

REFERENCES 86

APPENDIX A 96

APPENDIX B 99

APPENDIX C 100

APPENDIX D 101

APPENDIX E 104

CHAPTER 1 INTRODUCTION

1.1 Background of the study

How to develop good writing skill in English is one of the most persistent questions of all English learners who encounter difficulties in improving their writing skill Good writing skill in English can be achieved through hard work, creativity and dedication In fact, renewing teaching methodology is mission of teachers since methods of teaching and means of learning have been affected deeply by the development of information technology Owston (1997) stated that students who work, play and learn with computers are more visual and interactive learners than others because their environment is full of visual stimuli In the last few years, Moodle has been one of the most used learning management systems in the world (Hinze-Hoare, 2008) It is believed that teachers and students can benefit from the appropriate use of Moodle activities in teaching and learning writing

1.2 Rationale for the study

The research topic: “The effects of Moodle activities on students’ writing performance at Tien Giang University” is raised because of the following reasons Tien Giang University has trained students to become junior high school teachers of English since 2008 Nowadays, using the Internet to enhance learning has become a trend in education However, there have been no studies relating to the use of Moodle in enhancing writing performance at Tien Giang University so far Normally, lecturers who are assigned to teach writing mainly focus on face-to-face teaching In addition, most English major students come from underserved districts in Tien Giang Province This makes their writing training challenging When they study writing courses in the second semester of their first year, they find it so hard to practice writing Moodle has been proved an effective teaching device that can successfully support English writing teachers not only in organizing their teaching

materials but also in developing their communication ways Moreover, they can also recollect their records of interaction with students when it is necessary Being a teacher, the researcher wants to conduct this study to prove that Moodle has the possibility to be a new and interesting way in teaching writing at Tien Giang University and can help students to become better writers

1.3 Questions of the study

1 To what extent do Moodle activities (chat, forum, journal, and workshop) enhance students’ writing performance?

2 What are the students’ perceptions of the use of Moodle activities (chat, forum, journal, and workshop) in teaching and learning writing?

1.4 Hypotheses of the study

The two questions in this study lead to the following hypotheses

1 The Moodle activities enhance students’ writing performance

2 Students have positive perceptions of the use of Moodle activities

1.5 Purpose of the study

This study aims to investigate the effects of Moodle activities on students’ writing performance If the use of Moodle activities can enhance students’ writing performance, this method should be widely employed to teach writing at Tien Giang University In addition, the researcher wants to find out students’ perceptions of the use of Moodle activities

1.6 Significance of the study

The significance of the study is as follows The finding that using Moodle activities is an effective writing teaching method will help teachers of English enhance EFL learner’s writing performance at Tien Giang University Secondly, Moodle is not widely used in many schools in Viet Nam It will be interesting to see how students improve their writing skill during the experimental procedure Last but not least, the positive perceptions of students involved in the use of Moodle activities reveal that students’ writing improves because they are eager about new learning methods In other words, this method is definitely applicable

CHAPTER 2 LITERATURE REVIEW

2.1 CALL

2.1.1 Computer-assisted language learning (CALL)

Levy (1997) defined CALL as “the search for and study of applications of the computer in language teaching and learning” AbuSeileek and Abu Sa’aleek (2012) also argued that teachers could use computers as aids to create different learning tasks and explore their enormous potency in teaching and learning, which can assist both students and teachers because of their special characteristics CALL is purposefully used as a useful tool to enhance learning and the nature of CALL at any particular time reflects the level of technology development

Many studies have been carried out in the CALL-based instruction field Hani (2014) proved that the most essential benefits of CALL were: providing immediate feedback, motivating students' learning and excitement, initiating more interaction and controlling easily Barimani and Naraghizadeh (2013) stated that the group of students taught with CALL could perform better in their vocabulary knowledge than the group of students taught with conventional methods Moreover, Yang (2010) claimed that writing skill development was positively affected by the computer-mediated feedback All in all, computers are able

to be supportive tools in the language classroom They support teachers as well as students

to improve their language teaching and learning

2.1.2 Writing performance

Writing was simply defined as “an act of forming graphic symbols” (Byrne, 1991, p.1) In fact, writing can be more complicated when there is the existence of linguistic features According to Hedge (2000), writing is the result of using strategies to control the

composing process There are many activities such as setting goals, generating

information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing The process here is complicated

Sharadgah (2013) stated that writing performance is defined as the ability to produce effective writing work and the writer produce his/her thoughts and ideas into written

words In detail, writing performance is “ the production of a writer’s ideas on a certain topic in a written form with clear organization of ideas, adequate and relevant content taking the audience into consideration and demonstrating appropriate mechanics” (

Mohammed, 2010, p2)

2.1.3 Computer-assisted language learning and EFL writing

Many studies have predominantly revealed CALL’s motivation and facilitation to language learners For example, Chang et al (2008) developed an online collocation aid for EFL writers in Taiwan to detect and correct learners’ miscollocations attributable to L1 interference In a similar situation, Shang (2007) also studied the overall effect of using email to improve writing performance in terms of syntactic complexity, grammatical accuracy and lexical density and turned inside out the relation between the email exchange numbers and writing performance

Hirvela (2005) finds that college writing has become more computer-based and computer

is turning into a popular tool in writing instruction Besides, Levy (2009) shows that thanks

to the popularity of personal computer, the word processor has definitely become one of the most favorite technologies used for writing Hegelheimer (2006) and Hegelheimer and Fisher (2006) describe the interactive iWrite system that enables students to enhance their grammar in writing

Furthermore, Ho and Savignon (2007) describe how the track changes function in Microsoft Word can be used for computer-mediated peer review via email Chun (2008) also shows how computer mediated communication (CMC) tools for language learning have moved from ‘first-generation’ email, text-based message boards and forums to blogs, wikis and

social networking sites Some other examples include the application of blogs (Arslan & Sahin-Kizil, 2010; Ducate & Lomicka, 2008; Fellner & Apple, 2006), student-designed web pages, wikis and PowerPoint presentations (Murray & Hourigan, 2006)

Besides, Elola (2010) makes a comparison between students’ individual writing and students’ collaborative writing using a wiki Plus, Schulze and Liebscher (2010) prove how computer based learning was applied to promote an intermediate-level hybrid German writing course which consisted of “exchanges via email, synchronous chat, and discussion boards” and “online study with interactive language exercises and other electronic materials” (p 554)

2.2 Blended Learning

2.2.1 What is Blended learning?

The broadest definition was given by Singh and Reed (2001) and Margaryan and Bianco (2002) Blended learning was considered to be the total learning arrangement Different dimensions were emphasized and the combinations between technologies/media/modes for the delivery of learning methods and approaches were marked In other words, blended learning is described as the combination of pedagogical methods, implementing various strategies of learning, both using the technology and not

In the literature, different terminologies such as “hybrid teaching” or “integrated learning” were also used to define blended learning in different ways Some authors (Troha, 2002; Young, 2002; Thorne, 2003; Clark, 2003; Garrison & Kanuka, 2004) defined blended learning in a narrower sense It is the mix of online learning activities and off-line learning activities Blended learning is positioned as a choice between new and old media, suggesting that they can substitute each other This concept did not address the issue of redesigning the learning process implementing technology

e-Jochems, Merrienvoer, and Koper (2004) used the term “Integrated e-learning” for blended learning and had a broader definition of it They defined it as the need to provide various

appropriate measures at the levels of the pedagogy, organization, and technique for the successful application of e-learning combined with conventional methods In spite of this concept, it still indicates e-learning to be a pedagogical integration into conventional learning methods instead of redesigning learning

Blended Learning is at present a term being debated, when a number of authors refer to an innovative thing while others claim there is not anything new in it However, its degree of importance for computer teaching and learning has been recently much increasing

Until now, there have been a large number of opinions about what should be blended Most

of them fall under some shared themes The three most popular definitions are noted by Graham, Allen, and Ure (2003) Firstly, blended learning is a mode of learning delivery It combines face-to-face and online learning and enables blends across four key dimensions

as space, time, fidelity, and humanness (Bleed, 2001; Graham, 2006; Sharma, 2010) Blended learning brings online learning components into a course, at the same time, recognizes the benefits in engaging face-to-face interactions and other conventional approaches to support learners (Macdonald, 2006; Rudestam & Schoenholtz, 2010; Watson, 2008) The second definition is that blended learning combines the instructions from two historically separate educational models They are face-to-face learning and non-traditional learning systems, which have been interpreted in many different ways, such as distributed learning, distance learning, e-learning, virtual instruction, and online learning (Akkoyunlu & Soylu, 2008; Bleed, 2001; Harding, Kaczynski, & Wook, 2005; Graham, 2006; Moonen & Colis, 2001) The last definition is by Stracke (2007) Because of blended learning’s accurate description of the particular educational environment and its study placement in a broader research context, Stracke agreed that adopting the term “blended learning” was appropriate

In their study, Moonen and Colis (2001) described that blended learning is resulted in combining both online learning and face-to-face learning Learning occurs both in classrooms and an online environment There are various online learning components that

can be used in blended learning For instance, real-time virtual or collaboration software, self-paced Web-based courses, electronic performance support systems (EPSS) embedded with job-task environment, and the knowledge management systems are used to support this type of learning Podcasting, e-portfolios, social networking tools (e.g., blogs and wikis), and personal and mobile technologies are the arrival of new learning technologies (Kukulska-Hulme, 2012; Lee & McLoughlin, 2011)

Figure 2.1: Spectrum of E-learning adapted after Procter (2002)

Figure 2.2: Concept of Blended Learning adapted after Heinze and Procter (2004)

Blended learning can also be described as a learning program, in which many delivery modes were in use with the aim of optimizing the learning outcome and cost of program delivery In addition, it is the appropriately integrating of various additional delivery mechanisms of information, with the endeavor of optimizing learning and skills acquisition

In spite of various definitions, blended learning fundamentally refers to the integration of traditional face-to-face learning environment and e-learning technologies so as to enhance learning outcomes through implementing different learning strategies and tools to suite various learning styles It emphasizes the outcomes by supplying the best combination of different learning tools and strategies Blended Learning strategies or approaches may consist of three following types of learning: self-paced learning, learner-centered learning, and collaborative learning

It is apparent that blended learning is a part of progressive convergence between traditional learning and distributed learning environment (e-learning) The distributed learning environments have developed and expanded rapidly because new technologies have raised the capacity for distributed communication and interaction From definitions given, it can

be concluded that blended learning may consist of traditional classes, virtual or online classes, online teacher, offline teacher, e-mail system, discussion forums, and a chat system

As in Figure 2.3

Figure 2.3: Progressive convergence of face-to-face and online learning environments allowing development of blended learning systems (C J Bonk & C R Graham ,2006)

2.2.2 Dimensions of blended learning

Singh and Reed (2001) categorizes dimensions of blended learning into five types: online versus offline, self-paced versus live collaborative, structured versus unstructured, custom and off-the-shelf-content, and working versus learning

According Singh (2003), blended learning developed to embrace more strategies or dimensions such as offline and online, self-paced and live, collaborative learning, structured and unstructured, custom content and off-the-shelf, practice and performance support considered the finest tools facilitating the appropriateness of job-tasks The researcher stated that at the most basic level, a blended learning experience was the combination of learning online and learning in a traditional (offline) classroom setting

Blending self-paced and live, collaborative learning may require the careful consideration

on regulatory changes or new products with a moderated, live, online, peer-to-peer discussion of the materials’ applications to students’ work It is because self-pace learning means solitary, on-demand learning at a pace which is controlled by the learners However, collaborative learning has capacity of creating more dynamic communication among students, in which they share knowledge

Singh (2003) contends that not all forms of learning imply a premeditated, structured, or formal learning program with organized content in specific sequences such as chapters or units in a textbook In reality, learning appears in an unstructured form through activities like meetings, hallway conversations, or e-mail A program with blended learning should contain active combination of components from unstructured learning events namely conversations and knowledge repositories to assist the cooperation and working of knowledge workers

In contrast to Singh and Reed (2001) and Troha (2003) distinguished four dimensions of blended learning: learner-centered, instructor-guided, interactive, and peer-collaborative

Learning-centered and instructor-guided teaching create an extra dimension for the model: self/teacher directed However, interactive and collaborative learning share the same features as the “collaborative versus individual” by Singh and Reed (2001)

Sharpe, Benfield et al (2006) classified eight dimensions of blended learning in a study of its undergraduate experience in the UK These are outlined in Table 2.1: Eight dimensions

of blended learning adapted after Sharpe, Benfield et al (2006)

Table 2.1: Eight dimensions of blended learning (Sharpe, Benfield et al., 2006)

Eight dimensions of blended learning

Delivery different modes (face-to-face and distance education)

That is the chosen combination of different modes, e.g., classroom based vs online education

Technology mixtures of (web based) technologies

That is the use of different ICT, e.g., simulation software

or the internet

Chronology Synchronous and asynchronous interventions

That is the applied mixture of synchronous and asynchronous interventions by the teacher

Locus practice-based vs class-room based learning

This can be a traditional classroom setting, a more authentic practice-based setting, or even a workplace

Roles multi-disciplinary or professional groupings

That focuses on the roles of the teachers and students, e.g., the traditional teacher-led, hierarchical setup, or a setup where the learners play a more active role in the development of their learning program

Pedagogy different pedagogical approaches

That is the pedagogical approach, e.g., a theory-led approach to learning which strongly relies on extrinsic motivation and a final exam, or a problem-based approach which relies more on intrinsic motivation, where the learning process is motivated from observations, involves collaboration and uses alternative assessment strategies

Focus acknowledging different aims

That is the inclusive aims of learning, e.g., whether the aims of the learning institution dominate or whether the (presumably different) aims of the learners are taken into account when shaping the learning program

Direction instructor-directed vs autonomous or learner-directed

learning

That is the status of the learners, e.g., whether they are seen as equal partners in the ongoing learning process or not

According to Sharpe, Benfield et al (2006), the first three dimensions listed in the table are consistent with the remarkable employment of the terminology in relation to the implementation of technology based learning as a means of facilitating distance and face-to-face modes of learning Face to face and distance education combination is marked in the delivery dimension of blended learning There are plenty of web based technologies in the technology dimension of blended learning which emphasize the use of online technologies to enhance learning The chronology dimension focuses on the application of combining synchronous and asynchronous forms Being considered from a historic view, this is the combination of face-to-face sessions (synchronous) and conventional correspondence (asynchronous) sessions

2.2.3 Models of blended learning

Osguthorpe and Graham (2003) state that the blended learning experience has a common form of instructional design which owes the combination of online learning and traditional learning in classroom The goal of this instructional curriculum model is to “…maximize the benefits of both face to face and online methods using the Web for what it does best and using class time for what it does best” (Osguthorpe & Graham, 2003)

In blended learning, instruction is allowed to exist in the offline class as well as online or virtual class The online component becomes a natural extension of traditional classroom learning (Mupinga, 2007) As a result, blended learning creates a more exciting and meaningful learning experience than either traditional or online environment (Martyn, 2003) In the view of course designing, according to Rovai and Jordan (2004), face to face and online instruction can work at any ratio in the hybrid course Rather, 70% face to face time and 30% online interaction is more effective They also give the best sample of hybrid model which contains a beginning face to face meeting, weekly online assignments and asynchronous discussions, and a final face to face meeting, with either a final examination

or an opportunity to allow student complete evaluation forms for the learning experience

Brookfield and Preskill (2005) state that applying extension discussions to the online environment is possible The questions currently made link prior learning of the classroom

It is necessary for the instructor to create a forum in which the questions and responses from each other and prior learning are linked According to them, the best way to help students practice effectively is to present questions motivating conversation among students at the same time Through this method, students themselves can recognize that this is a collaborative learning process where everyone offers their valuable responses and learns from Using the learning experiences from the face to face environment and from assigned readings, the asynchronous learning environment of the hybrid model can encourage students to integrate what was learned in the face to face environment with the online discussions of other assignments, activities, or questions posed by the instructor

Waddoups and Howell (2002) believe that the role of instructor is also changed in hybrid courses Instead of taking the “expert role”, instructor becomes a facilitator of learning Brookfield and Preskill (2005) and Weimer (2002) also support that the role of facilitator can be developed by implementing teaching modalities of collaborative learning experiences and the use of discussions as explained In addition, using this learning method, students can take advantages of understanding different viewpoints on a topic, and be active

in learning among other students

2.2.4 History of blended learning

Blended learning is the cooperation of online and traditional approaches (Roger, 2001) This new teaching and learning approach could reach the target of maintaining both benefits

of traditional learning and gain the new e-learning technologies Friesen (2012) claimed

that because of the broad original definition of blended learning, it could have consisted of almost any form of learning and blended learning did not have its definition for the next five years This was not completely bad because it could show the potential of blended

learning (Driscoll, 2002)

At the beginning of the century, there were few formal researches on the best way to construct blended learning programs With the same point of view, Gabriel (2004) stated that at this period, there was little attention for the development of online learning and group working environment According to Roger (2001), the design of blended learning programs existed to take advantage in both ways of teaching- traditional and online modes The main target of the programs was enabling the cooperation between these two teaching methods

to make them stronger and fulfill the student group requirements Well-developed blended learning styles had potential in gaining the firmness of teaching This firmness is believed

to be potential because blended learning does not depend on the act variableness, in terms

of health, mood of the traditional tutor and so on Moreover, blended learning creates a bridge for students to hook each other

Bersin (2004) claimed that the newest online training step is the gradually emerging trend

of blended learning which brings plenty of benefits to all students who have distance learning Rural & Distance Education NSW (2014) stated that applying the technology power could eliminate the drawbacks of desolation through providing chances to access various learning materials

With the same viewpoint, in their research, So and Bush (2008) suggested that blended learning set up a positive correlation between collaborative learning perceptions and students’ satisfaction in distance education Kiser (2002) proved that learners in the blended learning course could fulfill their tasks better than who took part in either of the two courses Specifically, the participants studying with blended learning were 30% more accurate than those of online group were Moreover, these participants could also perform much faster than those in traditional group (40%)

Kiser (2002) stated that there were a number of elements that linked to the success of the blended learning model It cannot be denied that both teachers and learners can take advantages from blended learning because the learning and teaching here has much more positive interactions than a conventional one Applying conventional and computer based tools consisting of classroom meeting and online communication is the most effective way for both the students and trainers to meet their needs and interest (Fainholc and Scagnoli, 2007)

However, Morrison (2003) showed some drawbacks of blended learning He said that blended learning did not completely solve the problems of ineffective e-learning There were still some intractable troubles which are brought to the learning and teaching process known as ‘blurred learning’ The key issue was identified as a risk of blended learning whose challenges led away teachers instead of providing them chances to have right choice

He also believed that blended learning was not successful in taking advantages of the new technologies The product of this hybrid method was deficient in comparing with the results

of traditional learning He claimed that this type of learning was such a short-lived process

On the other hand, it is believed that the potency of blended learning can help to overwhelm some bad mood of teachers in learning with technology (Hawkins, Barbour & Graham, 2012) McVay-Lynch (2002) and Piskurich (2004) asserted if the teacher had suitable and careful plan, blended learning could become flexible and satisfy the need and interest of students Thanks to this, this type of learning can response to all different learning styles of them

In fact, blended learning programs are designed basing on a variety of beliefs The five following beliefs are stated by some well-known researchers

The first belief shows that blended learning is a step-by-step process This approach progresses gradually, carefully, and practically from one stage to the next and makes up the best blend According to Driscoll (2002), blended learning is the most suitable choice to gradually move students from traditional classrooms to technological ones successfully She proves that it is useful for teachers as well as designers improve their skills in a gradually way Singh (2003), who says blended learning is a more effective model since the number of learning designers using blended learning in this experimental fashion is rising, also supports this belief

In the second belief, Rabideau (2003) considers blended learning, where instructors as well

as students can enhance their experience and confidence, a transition step As a result, they can easily figure the benefits of modern technologies The blend leads to a new and developed strategy in teaching and learning (Piskurich, 2003) This belief claims that when technological learning environment is known well by teachers and learners, there would be fewer requirements for blended delivery Piskurich (2003) states that this model would have

no more remainder of the traditional method when the process ended and become a new one, not blended learning if a continuum of blended learning strategies is followed

According to the third belief of Schuhmann and Skopek (2009), it is required that teacher and students contact in person early and regularly Schuhmann and Skopek (2009) assert

the success of blended learning can be optimized if the course is partly formed in forms of face to face learning Ali and Leeds (2009) also support this position on blended learning

by pointing out that recollection ability of students in traditional course was higher than that of students in online course (20%)

To apply blended learning effectively, teacher needs to meet students in person at the three main stages including the beginning, the middle and the end of the course (Frank et al, 2002) It is suggested that marking procedure needs to consist of participating in online activities to encourage participation of students

Pailing (2002) clarified in the fourth belief that eLearning which was an effective tool in teaching students living in many different places should be seen as an accompaniment to conventional methods but as a substitution In addition, Singh (2003) asserted traditional learning methods were contained in various blended learning delivery methods The blend and mutual support of the two methods were able to enhance the effectiveness of this application whose main aim was to fulfill the needs, and to create a suitable mixture of traditional and other online forms

The fifth, perhaps the strongest among five beliefs shows that understanding effective pedagogy leads to successful blended learning (Bennett et al., 2009; Dabbagh, 2004; Miao, Van der Klink, Boon, Sloep, & Koper, 2009) To make blended learning effectively, the practitioners need to know how people choose the best tools of technology

2.2.5 Blended Learning and Constructivism

According to Fosnot (2013), “Constructivism is a theory about knowledge and learning; it describes both what ‘knowing’ is and how one ‘comes to know’ Built on the achievements

of psychology, philosophy, science and biology, this theory emphasizes knowledge not as truths to be transmitted or discovered, but as emergent, developmental, non-objective, viable constructed explanations engaging in meaning-making in cultural and social

communities of discourse by humans Learning from this perspective is considered as a self-regulatory process of struggling with the conflict between existing personal models of the world and discrepant new insights, constructing new representations and models of reality as a human meaning-making venture with culturally developed tools and symbols, and further negotiating such meaning through cooperative social activity, discourse, and debate in communities of practice.” In spite of being not a theory of teaching, constructivism suggests taking an approach to instruction which is radically different from one used in many schools

Alonso et al (2008) also states that constructivism was founded based on the theories of behaviorism and cognitivism in the aspects of accepting multiple perspectives and maintaining learning as the interpretation of the world by individual Experiencing things and reflecting on those experiences is how people build their understanding and knowledge

of the world When encountering the new thing, people have to harmonize it with the previous ideas and experience, process and reach the right thing Moreover, people can also create their own knowledge by asking questions, exploring and getting access to what they know This theory shows that students can explore and achieve new knowledge by experiencing the new environment which can give them reliable and trustworthy knowledge

In the classroom, the learning under constructivist view can point towards a variety of teaching practices Students are encouraged to apply active techniques in order to make more knowledge After reflecting on, they discuss about things they are doing and the ways their understanding is changing The role of teacher here is to guide the activity to address them and then build on them The positive effect of constructivism is to train learners with the problem-solving skill in various environments Thanks to their experiences and interpretations, students actively build and create knowledge, individually and socially

According to Gulati (2004), a constructivist writer in the field of education, learners take their active roles in the existence analysis He adds the signification of controlling learning,

learning in real life, being flexible in study and choosing suitable learning resources freely are the key points that were suggested by constructivist approach

Jonnassen, Davidson, Collins, Campbell, and Haag (1995) said that the instructors with the ideas of constructivist principles could create learner-centered and collaborative elements sustaining analytical reflection and experiential procedures However, it was emphasized

by Westera (1999) that when the instructors use a constructivist approach, they are responsible for controlling and affirming the learning condition and peer discussions The instructors need to assure that they provide students in blended learning course with enough guidelines, care as well as support Huang (2002) also states enhancing collaborative learning is one of the educators’ missions

Blended learning may contain the capacity of promoting constructivist learning and student self-reflection In a study by Yew Tee and Karney (2010), they observed class interactions

in discussion boards, interviewed students, and collected course documents to capture the tacit knowledge of course participants They found that online discussions can create conditions and by this, they can more easily construct shared knowledge

2.3 Moodle

2.3.1 What is Moodle?

The term “Moodle” originated from the acronym of Modular Object-Oriented Dynamic Learning Environment It is an open source Web application (released under the GNU General Public License) created by Martin Dougiamas, a former WebCT administrator at Curtin University of Technology, Australia, who has graduate degrees in Computer Science and Education Moodle is also known as a Course Management System (CMS), a Learning Management System (LMS), or a Virtual Learning Environment (VLE)

Moodle has already been a software helping the educators build qualified online courses with chances for energetic interaction It is written in PHP, runs on nearly every available

server platform, and every can use it just with a Web browser Till now, it has been available

in over 80 languages and supports the popular SCORM standard for content packaging (Brandi, 2005)

According to a social constructivism approach, it is important and effective to study in a social group’s collaborative environment This system was developed to supply teachers and learners the opportunities for interaction as well as collaboration which is online (Dougiamas & Taylor, 2003)

Up to date, Moodle has been used widely for online courses at numerous educational institutions In spite of not being created for just language teaching, this platform supplies

a variety of helpful learning medium applied in teaching English language, especially in writing skill

In fact, users can benefit from the dynamic sites of Moodle in which they can work, learn and communicate in group There are plenty of tools and techniques making these processes easy and flexible

In a normal Moodle course, the integration of plenty of assignments, activities, and multimedia resources, electronic delivery of teaching materials, synchronous and asynchronous communication or interaction between teacher-student or student-student, and testing and assessment of students’ assignments is always available

2.3.2 Functions of Moodle

Moodle has a navigating interface which is intuitive and friendly to users This helps the language instructors, who are not usually equipped with much knowledge of computer, feel comfortable and find it easy to use Moodle in their classes Following are some main Moodle functions

2.3.2.1 Layout

Moodle has a pretty flexible display All the elements on the page are designed in the way that administrators can add, modify, reposition, or delete, while student users only have options to temporarily turn on or off the ‘blocks’ on both sides The administrators can customize the block layout on both sides of the page New functions can be created and activated by choosing the module from the 'blocks’ pull-down menu and be moved to the suitable location

2.3.2.2 Course Management

Moodle is a powerful CMS in which the admins can completely operate its functions Firstly, thanks to logs, the activities that students have done on the Moodle platform can be checked The activity report can be shown in many different formats from which teachers know not only when students complete their work but also how long they spend on it

Teachers can completely manage the deadline and timeframes for activities in assignments, quizzes, forums, chats, etc It means that, teachers can manage deadlines or timeframes for every assignment given to their learners They can decide if learners can submit the assignments again, and also limit the access to learning tasks after the deadline With Moodle’s powerful and flexible functions, they teachers easily manage the course and related components such as introducing new course, hiding old course and changing classes

of the enrolled students

2.3.2.3 Quizzes Moodle provides users with various assessment strategies

The quiz module contains tools to create different forms of question and response types, for example: fill-ins, multiple-choice (more than one answer can be chosen), true-false, matching, short-answer (exact matching) Another kind of quizzes is the workshop module

It is a good evaluation tool of Moodle which is created based on the principles of peer assessment The assessment for quizzes can be customized depending on the assignment

types and test requirements such as time and password restricted, and limited or multiple re-submission

2.3.2.4 Cooperative Learning

Designed under the social constructivism learning theory, Moodle consists of many tools such as Wikis, forums, chats, blogs, and workshop As a result, teachers can flexibly use different forms of social interaction and collaboration in their teaching Students can work

in groups or teams They have synchronous and asynchronous interaction with one another through discussions in chatting, or engage in Wikis and forums

In summary, Moodle does have great potential in applying the statement of social constructionist view While Moodle cannot replace the traditional classroom, it is absolutely a powerful aid to classroom instruction and a companion for supporting blended course formats

2.3.3 Chat, Forum, Journal and Workshop

Although Moodle includes various tools (modules and activities) that can be applied for English writing class, just four Moodle’s activities, chat room, forum, workshop and journal were employed as the independent variable in this research

2.3.3.1 Chat

Chat is a very good communication tool which helps the instructors and learners interact together or with each other in different ways Chat is used for simultaneous conversation and Messaging is useful for private communication between teacher and students or students and students The chat module provides learners with synchronous discussions based on text, in real time By this way, it is helpful to get deeper knowledge of the topic being discussed and understand each other better– the mode of using a chat room is quite

different from the other asynchronous interaction tools such as forums Chat history is always open to everyone or limited users to view at any time

2.3.3.2 Forum

Forum is considered as a powerful asynchronous communication tool in a Moodle course

It can be considered as online message boards where teachers and their students can post messages to each other while easily keeping track of individual conversations Forums are the primary tool for online discussion and are the central organizing feature in the social course format

Forums allow instructors and students to communicate with each other at any time, from anywhere with an Internet connection In an asynchronous tool, students or instructors don’t have to be online or log in at the same time Conversations can be tracked through time, and readers can review the history of a conversation simply by reading the page according

to time or topics

In an asynchronous communication tool like forum, students can have more time for composing replies Drafting, rewriting would be made and revised till they have the satisfying message without being under pressure of responding immediately Plenty of research have revealed that students become more willing to participate in a forum than to speak up in class In addition, students can double check their responses before sending them in The asynchronous feature of the forums provide learners with chances to not only simulate the conversations they have in class, but also add new activities difficult to be perform in classroom In order to receive notifications of new forum posts, participant need

to subscribe a forum The subscription mode can be optional, forced or auto, or prevented

If necessary, students can be restricted in the numbers of posts during a given time period; this can avoid the domination of some individuals in discussions Teachers as well as students can rate for the forum posts

2.3.3.3 Journal

Journal module is a popular educational tool to encourage students’ writing and reflection when they are engaged in the learning process Being similar to personal diaries, journal module has the function of encouraging reflection by forcing student to write down his thoughts and reflections about a topic

self-The journal module allows teachers to collect online text from learners, examine it and give feedback or grading The students’ submission is visible only to the teacher and not to the other students In a journal entry, students type directly into a text field in Moodle However, a journal does not consist of file upload The students are not allowed to submit any digital content (files), including, for example, word-processed documents, spreadsheets, images, audio and video clips

A journal has a “days available” setting which the educators can use to control the number of days the journal is open for submission or changes Markers are not notified every time a student submits an assignment, or for late submissions but they can modify the deadline The entries for a whole class or group are shown to a marker, at the same time Depending

on the task assigned, markers can choose to give students feedback in the form of text, grade or both

The Journal is suitable for simple, short, online writing assignments in which students will refine their entries over time based on feedback from the marker Journal assignments should be simple because it allows online text only and it does not allow for file uploads or use of the rubric or marking guide Journal assignments should be short to prevent the

“scroll of death” for marker, because entries for all participants or groups are shown to the marker at the same time on one page Although Journal is helpful It was removed from the core install, and is now available only as a plugin

2.3.3.4 Workshop

Workshop plays the function as a peer assessment activity with many options Students submit their work via an online text tool and attachments Students’ scores is sum of their own work and their peer assessments In a Moodle Workshop, every students has to submit his/her work which can be in form of text and attachment Submission text in Workshop is individual only, teamwork has not been supported yet

The submissions would be evaluated using a structured assessment form defined by the course facilitator or teacher The special function of Workshop is that it supports peer assessment process Course participants may be asked to assess selected set of their peers' submissions The process of coordinating the collection and distribution of these assessments is done by the module In a single Workshop, participants can get two grades– one for the submission

of the assignments (the quality of their work) and the other for assessment (how they assess their peers’ work)

To help the participants get used to assessing process, example submissions of Workshop enable them to practice Examples by the facilitator together with a reference assessment would be provided to participants so that they can refer these examples and compare their assessment with the reference one Besides, some typical submissions (they may be very good or may contain some noticeable errors or mistakes) can be selected and published to others at the end of the Workshop activity These would be the examples for participants to learn from

2.4 Perceptions

Perception is a concept in philosophy and psychology with a family of meanings The core meaning is immediate awareness: to perceive something is to become directly or immediately aware of it Efron R (1968) defined it as the process by which an individual

selects, organizes and interprets stimuli into a meaningful and coherent picture of the environment in which one lives

Perception is man’s primary form of cognitive contact with the world around him As all conceptual knowledge is based upon or derived from this primary form of awareness, the study of perception has always had a unique significance for philosophy and science It can

be said that perception plays a key role in any human’s activities because by it, the success

is decided It is also true in the field of learning and teaching So, there has been a lot of research carried in this area

Although the relationship between attitudes, perceptions, and learning is complex, without positive attitudes and perceptions, students have little chance of learning proficiently Hence, the effective ways is that teachers continually reinforce attitudes and perceptions towards their learning The master teacher has internalized techniques and strategies for enhancing these attitudes and perceptions to such a degree that the techniques are frequently transparent: they have become part of the fabric of instruction and are barely noticeable to the undiscerning eye

In language learning and teaching, studying perception has been arousing interests among the language researchers and educators Recently years, a lot of similar researches have been done such as Zoran, A G., & Rozman, K (2010), Carvalho, A., Areal, N and Silva,

J (2011) and Horvat, A., Dobrota, M., Krsmanovic, M., & Cudanov, M (2015) They revealed the positive results Hence, in this study, integrating Moodle activities into the course was employed as the independent variable with the expectation of raising the leaners’ perception

2.5 Related studies

In the literature, there have been plenty of studies on the use of Moodle as a means of Blended learning which was used in teaching the language skills as well as language aspects However, Nagatomo (2006), Roberton (2008), Wu (2008), Miyazoe and Anderson (2009), Adas and Baki (2013) and Spinola (2014) were typical researchers whose interests lie in the effects of Moodle-based course on learners’ writing performance

A Japanese researcher, Nagatomo (2006) carried an action research on motivating learners

to write effectively using Moodle in his own one-semester writing class of twenty-two English majors The participants were twenty-two second year students of the English Department majoring in English or American Literature, English Linguistics, or English Education at a Japanese national women’s university The findings of the study revealed positive influence on learners, specifically, their regular participation in online writing homepage to discuss with their classmates, self-study and in the development of writing performance

Roberton (2008) examined how CMS (Classroom Management System) technologies would be integrated into an available EFL writing program based on the constructivism concept of the author as communal learner and communicator Through the details, the article demonstrated that specific Moodle CMS features that facilitate activities and approaches inherent in the “process writing” class He also stated that through applying Moodle’s CMS in the writing course, teachers can take the advantages in the aspects of organization, application, distribution, communication and assessment

Sharing the same purposes with many previous researchers, Wu (2008) examined the implementation of Moodle on an EFL collegiate writing course in Taiwan context at Chung Hua University He concluded that Moodle is a useful and powerful aid in teaching and learning English Thanks to Moodle, teachers of English writing can effectively organize the materials for teaching, better ways of communication, and review the interaction with learners with the help of Moodle

Another research named “Learning outcomes and students’ perceptions of online writing; simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting” was done by Miyazoe and Anderson (2010) The researcher aimed to examine the effects of three Moodle activities for writing in formal education at university level A mixed-method design was employed such as survey, interview, and analysis of writing texts

on 61 participants from three classes at a university in Tokyo The findings generally showed the positive effects of the Moodle blended writing course Particularly, the study showed learners’ positive perceptions of the blended course design Qualitative analysis of writings revealed the developments in their ability to distinguish different writing styles The qualitative analysis of interviews also interprets the different benefits learners obtaining from the activities

A study was conducted by Adas and Baki (2013) on blended learning in which it was used

as a new approach to enhance learners’ writing abilities The researchers applied blended learning to the EG and traditional face-to-face instructions for the CG The number of the students participating in the research was 60 students in two groups Thirty participants learnt with the course with blended work and were helped individually The platform of Moodle was used for designing assignments and discussions for students Pretest and posttest on writing skills in which the main writing components such as: paragraph sequence, cohesion, punctuation, grammar, spelling and capitalization were considered The research revealed that the achievement of EG was significantly higher than that of CG Participants from the EG performed better than those in the CG They admitted that they preferred connecting instructions and illustrations in the lessons of the course with the real world activities using technology They got significant improvements in their writing The typical improvements were shown in the topic sentence, their spelling and grammar, the use of punctuation marks and capitalization and developing coherent paragraphs The findings indicated the benefits of blended in developing writing skill

Spinola (2014) conducted an action research study entitled “B-learning and the teaching of writing in English in an EFL context" with the main research aim of exploring how b-learning contribute to the development of both student writing skill and community of inquiry through a process of b-learning The participants were students from many different classes at the University of Madeira because the research included 3 cycles and lasted for many months Data for the study were collected thanks to a mixed methods approach with the sources varied Interviews, questionnaires, focus groups, a research diary, class